This study focuses on the process by which school consultants select the teachers with whom they consult. Research participants were 14 certificate or doctoral matriculants in a school psychology program. A questionnaire was adminstered to all consultants consisting of ranking and rating items. Consultants were asked to: (1) list all the teachers in their consultation placement; (2) to name in rank order the two teachers they perceived as best meeting the academic and socio-emotional needs of children and the two teachers perceived as worst meeting these needs; (3) to name the two teachers most receptive to change and the two teachers least receptive to change; (4) to name the two teachers for whom they had the most personal liking and the two teachers for whom they had the least personal liking; and (5) to rate the most preferred teacher-consultee and the least preferred teacher-consultee on a nine-point scale in comparison with the other teachers in their placement school. The data indicate that the consultants most prefer to work with teachers who are classified as most able to meet socio-emotional needs of children, most receptive to change, and most likeable. It appears that the teachers most in need of assistance are not selected for consultation. (MM)